Abstract：
With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner\'s English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students\' effectiveness and learning outcome.
摘要：
随着积极心理学在二语习得中的兴起,更多的情感因素正在引起学术界的关注。尽管对特质情绪智力(TEI)进行了广泛的研究，英语作为外语（EFL）研究中的倦怠和无聊，这些变量的相互作用仍然未知，对EFL学习者的英语语言表现（ELP）的相关影响仍未得到充分探索。鉴于此,根据控制值理论(CVT)，本研究采用定量方法研究了无聊和倦怠在TEI和ELP之间的中介作用。数据来自489名非英语专业学生。利用结构方程模型分析了两者的关系。结果显示，TEI显著影响中国EFL大学生的ELP，通过它与无聊和倦怠的相关性。较高的TEI水平与这些负面状态的体验减少有关，这反过来又与改进的语言性能相关联。这些可能意味着教师教育者应将情绪智力培训纳入课程和专业发展中，以提高学生的效率和学习成果。
